A work order classroom vocational education teaching cloud platform and a teaching method thereof

Abstract

The invention relates to a work order classroom vocational education and teaching cloud platform. The teaching cloud platform comprises a work order classroom cloud service subsystem comprising a service server and a service database server, and is used for providing work order development, course development, classroom teaching, career development, internship and data analysis services for the teaching cloud platform. The Job Classroom Cloud Sales subsystem includes a marketing portal server, Platform management server and marketing database server, used for the construction of work orders, marketing, course construction, marketing, enterprise recruitment, part-time work, data analysis management, and responsible for the platform account management, authority management, work orders and course review, points management, column management, business management.

Description

technical field [0001] The invention relates to the field of education and training, in particular to a vocational education teaching cloud platform. Background technique [0002] In traditional vocational education, in the process of professional construction and personnel training, courses have always been considered as the core and the core and foundation for cultivating students’ professional ability. However, when students find jobs after graduation, they will find that they have learned a lot of courses. But it is impossible to clearly answer which course you have studied to do a certain job or a specific task well. [0003] At present, the relatively advanced curriculum development in vocational colleges adopts the method of "post-ability-course". This method is scientific and reasonable but difficult to implement. It is realized by analyzing the ability of the employees in this position, but different people have different abilities and accomplishments. Even if the ...

AI Technical Summary

Problems solved by technology

[0002] In traditional vocational education, in the process of professional construction and personnel training, courses have always been considered as the core and the core and foundation for cultivating students’ professional ability. However, when students find jobs after graduation, they will find that they have learned a lot of courses. However, they cannot clearly answer which course they have studied will be able to do a certain job well in front of them, or a specific task.

[0003] At present, the relatively advanced curriculum development in vocational colleges adopts the method of "post-ability-course". This method is scientific and reasonable but difficult to implement. It is realized by analyzing the ability of the employees in this position, but different people have different abilities and accomplishments. Even if the same person has a lot of subjective characteristics, their abilities and accomplishments are not limited to analysis and refinement. On the other hand, the traditional Curriculum development often divides the abilities of posts and their destinations according to different teaching directions, which eventually leads to valuable work or "living" being fragmented and divided into different classes, so students feel that they have learned after completing the course. What is needed is fragmented skills, and there is no overall concept of "live", so many companies complain that schools teach a lot, but they don't teach what companies need

[0004] When the curriculum is developed, specific teachers are needed to teach the class. However, the teachers of vocational colleges often leave school and enter the school. They have no relevant corporate work experience or practical work experience. Carrying out teaching according to one's own understanding and experience will eventually lead to teachers being positioned as the main body of the classroom, teaching activities are mainly indoctrination, and students learn passively, resulting in students' aversion to listening and extremely low learning efficiency

[0005] Most of the content taught by the teacher comes from publicly published textbooks. It often takes several years from the time when the editor collects materials to write a book, and finally to enter the topic for teaching. These knowledge and skills usually cannot meet the current development needs of the times; especially for Students in vocational education often do not like the study of theoretical knowledge because of their lack of solid basic knowledge, and these books of knowledge and principles throughout the text make students feel afraid

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